Table 1.
Participant characteristics by group
| Characteristic | Trainees (N=70)* | Trainers (N=40)* |
|---|---|---|
| Age | ||
| 20–30 | 65 (93%) | 2 (5%) |
| 31–40 | 2 (3%) | 13 (32%) |
| 41+ | 3 (4%) | 24 (61%) |
| Gender | ||
| Male | 31 (44%) | 24 (60%) |
| Female | 39 (56%) | 16 (40%) |
| Ethnicity | ||
| White | 57 (81%) | 37 (93%) |
| Non-white | 13 (19%) | 3 (8%) |
| Language | ||
| English | 60 (86%) | 36 (90%) |
| English as second language | 10 (14%) | 3 (8%) |
| Trainers’ years since graduation | ||
| 0–10 | – | 8 (20%) |
| 11–20 | – | 15 (38%) |
| 21+ | – | 16 (41%) |
| Trainers’ years of PGME experience | ||
| 0–10 | – | 26 (64%) |
| 11–20 | – | 9 (23%) |
| 21+ | – | 4 (11%) |
| Trainers’ specialties | ||
| Hospital (medical)† | – | 16 (40%) |
| Hospital (surgical) | – | 5 (13%) |
| Hospital (services) | – | 8 (20%) |
| General practice | – | 5 (13%) |
| Nurse | – | 4 (10%) |
| Number of SLEs conducted | ||
| Median | 8 | 6 |
| Range | 3–25 | 0–40 |
| Had experience with tools as SLEs?‡ | ||
| DOPS | 42 (60%) | 16 (40%) |
| Mini-CEX | 46 (66%) | 25 (63%) |
| CBD | 45 (64%) | 26 (65%) |
| DCT | 10 (14%) | 6 (15%) |
| Number of WPBA conducted | ||
| Median | 19.5 | 30 |
| Range | 8–28 | 0–40 |
| Had experience with tools as WPBAs?‡ | ||
| DOPS | 24 (34%) | 20 (50%) |
| Mini-CEX | 24 (34%) | 30 (75%) |
| CBD | 24 (34%) | 30 (75%) |
*These figures are rounded up to zero decimal places so may not always add up to 100%.
†Medical specialties included neurology, gastroenterology, rheumatology, anaesthesiology and psychiatry, surgical specialties included ophthalmology and orthopaedics, and services specialties included infectious diseases and dermatology.
‡These figures represent a free-text question asking participants to outline which tools they had used so numbers are likely to be under-estimates.
CBD, Case-based Discussion; DCT, Developing the Clinical Teacher; DOPS, Direct Observation of Procedural Skills; Mini-CEX, Mini Clinical Evaluation Exercise; SLEs, supervised learning events; WPBAs, workplace-based assessments.